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dc.contributor.authorOgden, Holly
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date2012-10-19 08:38:23.555en
dc.date.accessioned2012-10-19T17:47:34Z
dc.date.available2012-10-19T17:47:34Z
dc.date.issued2012-10-19
dc.identifier.urihttp://hdl.handle.net/1974/7611
dc.descriptionThesis (Ph.D, Education) -- Queen's University, 2012-10-19 08:38:23.555en
dc.description.abstractThis three-phase qualitative study examined the significance of personal learning in the lives of full-time elementary school teachers in Ontario, Canada. The research aimed to provide an awareness of the effects of engaged personal learning on teachers’ in-school practices and on student engagement in school. An online questionnaire was used as the initial exploratory tool. The questionnaire was completed by 87 Ontario elementary teachers, and results were stratified by age, gender, range of learning experiences, and career stage. The questionnaire was used to generate descriptive statistics, identify how elementary teachers pursue personal learning interests across different career stages, and gather open responses, in order to determine how teachers characterize their engagement in personal learning opportunities. Semi-structured interviews were conducted with eleven participants to characterize the teachers’ learning experiences, and to explore their views as to how their learning affected them personally and professionally. Classroom observations ensued with three of the interviewees. The data analysis indicated that the nature of personal learning varies across different career stages, and that such learning occurs most often in an informal setting. It also revealed the significance of learning opportunities that both challenge and extend knowledge in real-life contexts and/or that is social or collaborative in nature. Three themes—connections, self as learner, and vitality—emerged from the reported effects of teachers’ personal learning on their students and their classroom practice. The teachers’ passion for learning was evident in the many ways that they provide meaningful, collaborative, and challenging opportunities for their students in a very supportive and nurturing environment. Through the data collection and analysis, it became clear that some of the most profound learning experiences were not preplanned or intentional in nature, but arose as a result of life. In some cases, the participants did not consider these experiences to be learning—until they began to detail the effects that these experiences had on them, both as individuals and as educators. Suggestions for future research are offered to continue learning from teachers who take part in personal learning, and from the students that they teach.en_US
dc.languageenen
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectengagementen_US
dc.subjectphenomenologyen_US
dc.subjectcareer stagesen_US
dc.subjectteacher learningen_US
dc.subjectinformal learningen_US
dc.subjectlifelong learningen_US
dc.subjectpersonal learningen_US
dc.subjectcurriculumen_US
dc.subjectelementary educationen_US
dc.titleA good and worthwhile life: The nature and impact of elementary teacher personal learningen_US
dc.typeThesisen_US
dc.description.degreePh.Den
dc.contributor.supervisorUpitis, Renaen
dc.contributor.supervisorReeve, Richarden
dc.contributor.supervisorWilcox, Susanen
dc.contributor.departmentEducationen


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